Common Core State Standards. Informa/on for families and the community October 2 nd, 2012

Transcription

1 Common Core State Standards Informa/on for families and the community October 2 nd, 2012

2 The Common Core State Standards Ini/a/ve Beginning in the spring of 2009, Governors and state commissioners of education from 48 states, 2 territories and the District of Columbia committed to developing a common core of state K-12 English-language arts (ELA) and mathematics standards. The Common Core State Standards Initiative (CCSSI) was a state-led effort coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).

3 46 States + DC Have Adopted the CCSS * Minnesota adopted the CCSS in ELA only

4 What are the Common Core State Standards? A coherent progression of learning expecta/ons in English language arts and mathema/cs designed to prepare K 12 students for college and career success. While most states already have English language arts and mathema/cs standards in place, they vary widely from state to state in their coverage and level of rigor.

5 We need the CCSS! Prepara7on: The standards are college- and career- ready. They will help prepare students with the knowledge and skills they need to succeed in educa/on and training aqer high school. Compe77on: The standards are interna/onally benchmarked. Common standards will help ensure our students are globally compe//ve. Equity: Expecta/ons are consistent for all and not dependent on a student s zip code. Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them. Collabora7on: The standards create a founda/on to work collabora/vely across states and districts, pooling resources and exper/se, to create curricular tools, professional development, common assessments and other materials.

6 Common Core State Standards Design Building on the strength of current state standards, the CCSS are designed to be: Focused, coherent, clear and rigorous Interna/onally benchmarked Anchored in college and career readiness Evidence- and research- based

7 How were the CCSS developed? Core writing teams in English Language Arts and Mathematics (See for list of team members) External and state feedback teams provided on-going feedback to writing teams throughout the process Draft K-12 standards were released for public comment on March 10, 2010; 9,600 comments received Validation Committee of leading experts reviews standards Final standards were released June 2,

8 What is included in the CCSS? English Language Arts & Literacy in History/ Social Studies, Science, and Technical Subjects Mathema/cs Each sec(on of the CCSS includes substan(al appendices with informa(on about disabili(es, English learners, benchmark examples, and other key informa(on to support implementa(on

9 Benefits of the Common Core Parents will know what is expected of their children at each grade level. Standards give parents specific informa/on when talking with teachers during the school year. Standards assure parents their children have access to the same high- quality educa/on with consistent expecta/ons regardless of which US state you live in. Parents will know that their child is learning skills and knowledge to be successful in the 21st century. In an increasingly mobile society, students will experience greater consistency if their families move from one state to another.

10 More Common Core Benefits Allows educators from around the country to share curriculum development costs, ideas, and strategies. States can combine resources for assessment, resul/ng in more efficient, effec/ve, and /mely assessments. Publishers can target resources to provide more in- depth curriculum materials to states who share the CCSS.

11 How will the CCSS change instruc/on? In both English- Language Arts (ELA) and Mathema/cs, our instruc/on will shiq toward greater rigor. Students will be taught habits of mind that help them to think cri/cally, solve problems, and rely on evidence. Rigor means more than just difficulty; in this context rigor implies the need for precision; evidence; and accuracy.

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13 Four Major Strands and Sub- Strands (Grades K- 2, 3-5, 6-8, 9-12) Reading Literature (K- 12) Informa/onal Text (K- 12) Founda/onal (K- 5) Wri/ng (K- 12) Speaking &Listening (K- 12) Language (K- 12) Literacy in History/Social Studies, Science, and Technical Subjects (6-12) but integrated K- 5

14 Wri/ng, Speaking and Listening Focus on the use of reason and evidence to substan/ate an argument or claim Emphasize ability to conduct research short projects and sustained inquiry Focus on speaking and listening in a range of selngs, both formal and informal academic, small- group, whole- class discussions Includes direct instruc/on on wrimen and oral conven/ons Strong vocabulary development Require students to incorporate technology as they create, refine, and collaborate on wri/ng

15 Crea/ve, Collabora/ve and Cri/cal Thinkers The Common Core State Standards focus on developing cri/cal thinking skills. History/Social Studies, Science, and Technical Subjects are taught and studied through research, inves/ga/on, and presenta/on. Students will: Analyze, evaluate, and differen/ate primary and secondary sources Synthesize quan/ta/ve and technical informa/on, including facts presented in maps, /melines, flowcharts, or diagrams Use data, evidence, and reason to support arguments and claims Use domain- specific vocabulary

16 Mathema/cs: 3 ShiQs 1. Focus: Focus strongly where the standards focus. 2. Coherence: Think across grades, and link to major topics 3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and applica7on

17 Traditional U.S. Approach K 12 Number and Opera7ons Measurement and Geometry Algebra and Func7ons Sta7s7cs and Probability

18 Focusing Amen/on Within Number and Opera/ons Opera/ons and Algebraic Thinking Expressions and Equa/ons Number and Opera/ons Base Ten Algebra Number and Opera/ons Frac/ons The Number System K High School

19 Key Areas of Focus in Mathematics Grade K Focus Areas in Support of Rich Instruc7on and Expecta7ons of Fluency and Conceptual Understanding Addi/on and subtrac/on concepts, skills, and problem solving and place value Mul/plica/on and division of whole numbers, frac/ons, and decimals concepts, skills, and problem solving Ra/os and propor/onal reasoning; early expressions and equa/ons Ra/os and propor/onal reasoning; arithme/c of ra/onal numbers 8 Linear algebra

20 A Coherent and Balanced Approach The CCSSM require a balance of: Solid conceptual understanding Procedural skill and fluency Applica/on of skills in problem solving situa/ons Pursuit of all three requires equal intensity in /me, ac/vi/es, and resources. 20

21 Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quan/ta/vely. 3. Construct viable arguments and cri/que the reasoning of others. 4. Model with mathema/cs. 5. Use appropriate tools strategically. 6. Amend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

22 Model Course Pathways for Mathema/cs Developed by a panel of experts, including many of the standards writers and reviewers Organize the content of the standards into coherent and rigorous courses Illustrate possible approaches models, not mandates or prescrip/ons for organiza/on, curriculum or pedagogy Require comple/on of the Common Core in three years, allowing for specializa/on in the fourth year Prepare students for a menu of courses in higher- level mathema/cs

23 High School Mathema/cs in CCSS hmp:// v=mohx5srsul0&feature=share&list=ecd7f4c 7DE7CB3D2E6

24 How will the CCSS be assessed? Vermont has joined with 23 other states using a new assessment developed by the Smarter Balanced Consor/um (SBAC). The other states will use an assessment known as PARCC: Partnership for Assessment of Readiness for College and Careers.

25 Smarter Balanced SMARTER stands for Summa/ve Mul/- state Assessment Resources for Teachers and Educa/onal Researchers. The new assessments use Computer Adap/ve Tes/ng (CAT). As students answer ques/ons, the difficulty is adjusted up or down depending on student answers un/l the exact level of proficiency is determined. Since each test is highly individualized, we will have a much longer window for tes/ng. All tests will be given online, with assessment results available immediately.

26 Assessment Schedule Unless there are changes made to the Elementary and Secondary Educa/on Act (now known as No Child LeQ Behind), we expect that the test will s/ll be given in grades 3-8 and 11. Students will take the NECAP this year, and in the fall of We are scheduled to begin tes/ng with Smarter Balanced in the spring of 2015.

27 What do this year s K, 1 st, 8 th and 9 th graders have in common? GRADE LEVELS 2012/ / /15 K NECAP NECAP SBAC 4 NECAP NECAP SBAC 5 NECAP NECAP SBAC 6 NECAP NECAP SBAC 7 NECAP NECAP SBAC 8 NECAP NECAP SBAC NECAP NECAP SBAC 12

28 What resources are available for teachers in Colchester? We are members of the Champlain Valley Educator Development Center (CVEDC). CVEDC has offered many professional development opportuni/es over the past two years. Our literacy and math coaches, Curriculum Director, and principals have all par/cipated in CVEDC offerings. This year, we are working directly with teachers to unpack and understand the new standards. There are MANY online resources (websites, webinars) for educators. Since so many states are part of the CCSS, professional development opportuni/es go far beyond Vermont. Most are FREE!

29 In sum The CCSS are clear, coherent and rigorous. The majority of states in the US have adopted the CCSS. There are many inexpensive or free learning opportuni/es for educators to learn more about the new standards. In Colchester, we are beginning the process of shiqing to the CCSS in an/cipa/on of new assessments that will be given in the spring of 2015.

30 Ques/ons?